Dáil Éireann Debate, Thursday - 14 May 2026
309. Deputy Shane Moynihan asked the Minister for Education and Youth the current provision for teacher training programmes in the area of dyslexia and literacy difficulties at primary level; the number of such programmes supported or recognised by her Department; and whether there are plans to expand or introduce further training programmes to address existing gaps. [36419/26]
Amharc ar fhreagraProviding inclusive education to children with special educational needs is a fundamental principle of my Department’s education and training system. This principle is put into practice through the policies of my Department and the Teaching Council and the supports provided to schools, for example through the National Council for Special Education (NCSE) and Oide.
Inclusive Education, Literacy and Numeracy, and Digital Skills (including Digital Literacy) are three of the seven core elements of all Initial Teacher Education (ITE) programmes.
Inclusive education, as defined in the Céim standards for ITE, refers to any aspect of teachers’ learning which aims to
• Improve their capacity to address and respond to the diversity of learners’ needs;
• Remove barriers to education through the accommodation and provision of appropriate structures and arrangements;
• Enable each learner to achieve the maximum benefit from his/her attendance at school.
Literacy and Numeracy element within Céim requires student teachers to “demonstrate their competence in teaching and assessing literacy and numeracy appropriate to their curricular/subject area(s)”.
Digital skills element within Céim includes the “use of digital technologies to support teaching, learning and assessment for all learners; the integration of digital skills across the programme including opportunities for student teachers to explore new and emerging technologies”
The Programme for Government 2025 – Securing Ireland’s Future included a commitment to make modules and placements in special schools or classes a universal component of initial teacher education which will be subject to assessment.
This commitment was advanced through the Minister for Education’s March 2025 announcement of a mandatory two-week placement in special education settings for all ITE students.
In April this year The Teaching Council issued a Guidance Note to HEI’s to support the introduction of an assessed two-week immersive placement in special education settings for all Initial Teacher Education (ITE) students. This is applicable to all primary and post-primary schools, including Special Schools and will commence from September 2026.
Regarding additional training for qualified teachers, on an annual basis, the Department of Education and Youth provides funding for two distinct categories of post-graduate programmes for Special Education Teachers:
• Post-Graduate Diploma Programme of Teacher Professional Learning for Special Education Teachers.
• Graduate Certificate in Autism Education for teachers working with Autistic Pupils in Special Schools, Special Classes or as Special Education Teachers in mainstream Primary and Post-Primary Schools.
The aim is to provide substantial theoretical and practical continuing professional development for teachers working with students with special educational needs, contributing to the school’s overall capacity to meet the needs of pupils with special education needs, including autism. In 2025 circa €1.25 million was provided for these programmes to provide for over 300 places.
Through its everyday work, the NCSE aligns its teacher professional learning (TPL) with the Teaching Council’s national framework for teacher professional learning. One of the main aims of the NCSE is to support teachers and schools in a way that builds capacity, supports the inclusion of all children, including students with special educational needs, at a whole school level. NCSE employs a number of specialist roles to support schools and build teacher capacity in areas of concern. These roles include autism advisors and behaviour advisors, who are assigned across regional support teams to provide advice, support and resources to schools.
The NCSE offers bespoke in-school support for either whole school staff, small groups, or individual teachers. The support can be tailored to specific TPL needs within a school, such as, in the areas of differentiation, planning, autism and behaviour.
Also, Oide is currently supporting the implementation of new and revised curricula at both primary and post primary. The professional learning frameworks developed by Oide to support these new curricula are underpinned by Universal Design for Learning (UDL) and place the learner at the centre of the learning experience. The move towards learning outcomes based curricula support teachers to plan for all learners through adaptable and flexible provision, which accommodates the learner’s voice and choice. Oide recognises that students are diverse and through the provision of a range of supports they invite teachers to examine and alter teaching and learning approaches that meet the needs of all learners.
All professional learning experiences provided by Oide, support teachers in planning for all students in their classrooms.
Oide works closely with colleagues in the NCSE to ensure it can support schools in planning for inclusive education. Oide provide bespoke onsite school-based support which allows teachers and school leaders to respond directly to the needs of learners in their own unique context.
I am committed to ensuring that all teachers, at primary and post-primary level, have the skills they need to support the diverse needs of all our children and young people in our schools. It is critical that our teachers are equipped with the knowledge and skills needed to continue to deliver high quality and inclusive education.
My department will continue to work with partners in education to provide a comprehensive range of in-service TPL opportunities that allows those working at all levels of education, to access supports which will benefit all learners.
